An exploration of social networking site use,multitasking, and academic performance among United States and European university students

Studies have shown that multitasking with technology, specifically using Social Networking Sites (SNSs), decreases both efficiency and productivity in an academic setting. This study investigates multitasking’s impact on the relationship between SNS use and Grade Point Average (GPA) in United States (US; n = 451) and European (n = 406) university students using quantitative and qualitative data analysis. Moderated Multiple Regression analysis results showed that the negative relationship between SNS use and GPA was moderated by multitasking only in the US sample. This may be due to European students being less prone to “disruptive” multitasking. The results provide valuable cautionary information about the impact of multitasking and using SNSs in a learning environment on university students’ GPAs.     

Musculoskeletal and visual symptoms among undergraduate students: Individual and computer-use-related risk factors and interference with academic performance

This study explored the prevalence and academic performance interference (API) of musculoskeletal symptoms (MS) and visual discomfort (VD), and investigated the associations of individual and computer-use-related risk factors with MS and VD among a group of university undergraduate students. The study involved first application of Student-Specific Cornell Musculoskeletal Questionnaire (SS-CMDQ) as a new tool to collect symptom data among student population. MS was found to prevail and interfere with ability to perform academic activities mostly in the neck, upper back and lower back with prevalence rates of 69.8%, 61.8% and 55.1%, respectively; and with API rates of 20.2%, 20.2% and 16.9%, respectively. The prevalence and API rates of VD were 62.9% and 33.7%, respectively. Among the investigated factors, being female, non-engineering academic concentration, years of computer use, daily computer use more than 4 h and experiencing visual discomfort during computer use were the significant risk factors.Relevance to industryStudents are prospective members of the computer work force. Taking proactive measures against musculoskeletal symptoms and visual discomfort will ensure a healthy and productive workforce in the future.     

Facebook use and academic performance among college students: A mixed-methods study with a multi-ethnic sample

This paper uses a mixed-methods approach to examine the relation between online academic disclosure and academic performance. A multi-ethnic sample of college students (N = 261; male = 66; female = 195; M age ≈ 22 years) responded to open-ended questions about their Facebook use. Thematic analysis revealed that over 14% of the Facebook wall posts/status updates (N = 714) contained academic themes; positive states were more frequent than negative and neutral states and students with lower GPAs expressed negative states more often. A path analysis suggested that academic performance may determine college students’ Facebook use, rather than the reverse. Implications for student support services are discussed.     

Student teachers' first reflections on information and communications technology and classroom learning: implications for initial teacher education

Abstract This article explores student teachers' views of the use of information and communication technologies (ICT) in schools. There is limited research literature regarding the perceptions that such students develop in relation to the use of ICT in teaching while observing practice in schools. The paper offers an interpretive analysis of the opinions that a cohort of undergraduate student teachers at a Scottish University expressed in an online forum, following a period of school placement. As part of their initial teacher education (ITE), the students were asked to post messages on the forum in relation to the factors that they perceived as promoting or hindering the use of ICT in schools. Perceptions that students held were found to be complex and varied. Students associated the use of ICT with changes in the nature of classroom relations, as well as a reshaping of learning and teaching. While they welcomed the introduction of ICT as a tool for modernising teaching, students identified a variety of factors that hinder this process. The paper finishes by identifying some of the implications for those working with student teachers in encouraging their development of reflective practice with ICT and enhancing their positive attitudes in relation to the use of ICT in schools.     

In-class multitasking and academic performance

The omnipresence of student-owned information and communication technologies (ICTs) in today’s college classrooms presents educational opportunities but can also create learning problems. Specifically, multitasking with these technologies can interfere with the learning process. Indeed, research in cognitive science shows that there are clear performance decrements when trying to attend to two tasks at the same time. This study examines the frequency with which students multitask during class using a large sample (N = 1,839) and examines the relationship between multitasking and academic performance as measured by actual overall semester grade point average (GPA). Students reported frequently text messaging during class but reported multitasking with other ICTs to a lesser extent. Furthermore, only social technologies (Facebook and text messaging) were negatively related to GPA.     

Engaging college science students and changing academic achievement with technology: A quasi-experimental preliminary investigation

Can modern, computer-based technology engage college students and improve their academic achievement in college? Although numerous examples detail technology’s classroom uses, few studies empirically examine whether technologically oriented pedagogical changes factually lead to positive outcomes among college students. In this pilot study, we used a quasi-experimental design to examine whether a technology enhanced research methods classroom led to increased student engagement and academic achievement among college students. Two features generally characterized the technology enhanced classroom experience: specific feedback generated from recordings of small group discussions and podcasts of class recordings. Technology enhanced classroom students demonstrated statistically significant increases in student engagement and improved academic achievement. These findings support previous efforts to use technology to enhance engagement and achievement among college students and they encourage future efforts.     

Perceived academic effects of instant messaging use

College students use information and communication technologies at much higher levels and in different ways than prior generations. They are also more likely to multitask while using information and communication technologies. However, few studies have examined the impacts of multitasking on educational outcomes among students. This study fills a gap in this area by utilizing a large-sample web-based survey of college student technology usage to examine how instant messaging and multitasking affect perceived educational outcomes. Since multitasking can impede the learning process through a form of information overload, we explore possible predictors of academic impairment due to multitasking. Results of this study suggest that college students use instant messaging at high levels, they multitask while using instant messaging, and over half report that instant messaging has had a detrimental effect on their schoolwork. Higher levels of instant messaging and specific types of multitasking activities are associated with students reporting not getting schoolwork done due to instant messaging. We discuss implications of these findings for researchers studying the social impacts of technology and those in higher education administration.     

The Xanadu project: training faculty in the use of information and communication technology for university teaching

Abstract Technology‐enhanced learning (TEL) methodologies are becoming an important part of University teaching but faculty members have tended to shy away from using them. So, how can they be enticed to use them effectively? What approaches can be used? The purpose of the Xanadu project was to analyse the problems involved and to propose a model for training, based on experimentation at the University of Turin. Besides providing a model, this article will deal with the follow‐up, particularly regarding the faculty members' initial approach to using information and communication technology (ICT), as well as examine the motives and conditions influencing their choices. In this sense, the project has enabled us to come to a better understanding of the typical misconceptions leading teachers to favour methodological approaches based on the distributive use of ICT (which are considered less demanding to manage), rather than networked collaborative interaction, which actually involve students more. In this regard, Xanadu has shown how teachers' awareness may be developed towards adopting a wide range of TEL approaches through both gradual training (project‐oriented with a basic and an advanced course) and with the help of a graduate assistant capable of following e‐content development and online collaborative activities. The effectiveness of the method may be confirmed by the large number of faculty members continuing to use ICT to support their teaching despite having no specific university TEL projects.     

Musculoskeletal disorder prevalence and psychosocial risk exposures by age and gender in a cohort of office based employees in two academic institutions

This study presents data on self-reported prevalence of Musculo-Skeletal Disorder (MSD) symptoms and psychosocial risk exposures by age and gender among a group of office based University workers who use their computers for at least 25% of their workday. Employees in two academic organisations received an invitation to participate in an on-line questionnaire. A total of n = 852 office workers participated in this study; yet respondents who were employed for greater than 12 months were only included in the study cohort. Furthermore, participants were only considered for further analysis if they spent 50% or more of their workday in their office, and of this time at least 50% was spent on computer work (n = 569). The study indicates that self-reported symptoms of MSDs for these workers were highest in the neck, shoulder and lower back. Neck, shoulder and back MSDs were higher for females than males, yet age differences within genders were not evident for these symptoms. For neck disorders, symptomatic individuals reported significantly higher levels of office work (p < 0.05) and PC usage (p < 0.005), and significantly lower levels of job content (p < 0.01), job demands (p < 0.05), and work environment (p < 0.05) compared to asymptomatic participants. For the shoulder, symptomatic individuals exposure levels were significantly higher for office work (p < 0.05) and PC usage (p < 0.05) and significantly lower for job content (p < 0.05) compared to asymptomatic individuals. There was evidence of important differences in the psychosocial exposures between age and genders, but associations between these differences and MSD symptoms were not present.Relevance to industryThis study presents prevalence data on age and gender differences in self-reported symptoms of MSDs and psychosocial risk exposures in a group of sedentary workers.     

The effects of personality traits,self-esteem,loneliness, and narcissism on Facebook use among university students

This study examined the relationship between three of the “Big Five” traits (neuroticism, extraversion, and openness), self-esteem, loneliness and narcissism, and Facebook use. Participants were 393 first year undergraduate psychology students from a medium-sized Australian university who completed an online questionnaire. Negative binomial regression models showed that students with higher openness levels reported spending more time on Facebook and having more friends on Facebook. Interestingly, students with higher levels of loneliness reported having more Facebook friends. Extraversion, neuroticism, self-esteem and narcissism did not have significant associations with Facebook use. It was concluded that students who are high in openness use Facebook to connect with others in order to discuss a wide range of interests, whereas students who are high in loneliness use the site to compensate for their lack of offline relationships.     

Modelling smartphone addiction: The role of smartphone usage,self-regulation,general self-efficacy and cyberloafing in university students

The present study investigates the roles of smartphone usage, self-regulation, general self-efficacy and cyberloafing in smartphone addiction. We conducted an online survey which received responses from 598 participants attending a public university in Ankara, Turkey. The results showed that both the duration of smartphone usage and cyberloafing positively affected smartphone addiction. The effect of self-regulation on smartphone addiction was negative and significant. In addition, neither self-regulation nor general self-efficacy had an effect on cyberloafing. Research results are discussed within the context of the effect of smartphone addiction on learning environments and individuals.     

A longitudinal study of the effects of Internet use and videogame playing on academic performance and the roles of gender, race and income in these relationships

In this research we examined the effects of Internet use and videogame playing on children’s academic performance. Gender, race, and income were also considered. Participants were 482 youth, average age 12 years old. One-third were African American and two-thirds were Caucasian American. All measures were completed twice, first in Year 1 and then one year later, Year 2. Results indicated that greater Internet use was associated with better reading skills, but only for youth initially low in reading skills. Videogame playing was associated with better visual-spatial skill but also with lower GPAs. Gender, race and income influenced Internet use, videogame playing and academic performance but not the relationships between using these technologies and academic performance. Implications of the results for increasing the benefits of technology use are discussed.     

The computer attributes for learning scale (CALS) among university students: Scale development and relationship with actual computer use for learning

The purpose of this study was twofold. First to develop an instrument, the computer attributes for learning scale (CALS) for assessing how university students perceive the attributes of computer use for learning, and secondly to examine the predictive value of the CALS in relation to the actual use students made of a computer for learning. The research was based on innovation diffusion theory, and was set in the context of higher education in Flanders, the Dutch speaking part of Belgium. The first step in the development of the computer attributes for learning scale, was to draw on the literature to determine a set of attributes which could be used in relation to the use of computers for learning. Secondly, working with a stratified sample of university students (n = 237), exploratory factor analysis was used to develop a one-dimensional nine item-scale for measuring students’ perceptions towards these specified attributes of a computer for learning. Next, using another similar stratified sample of the same size, confirmatory factor analysis was used to assess the stability of the one-factor structure. Finally, having developed the instrument, the predictive value of the CALS was assessed by examination of the relationship of the CALS with actual computer use for learning, when controlling for related computer variables, including computer self-efficacy, perceived usefulness of computers and computer use for personal purposes. The CALS was found to have a significant predictive value in terms of computer use for learning. In view of this it is argued that the CALS is an instrument which can be used in the future to assess the likely use students will make of a computer application in relation to their learning.     

Computer anxiety: A cross-cultural comparative study of Dutch and Turkish university students

The purpose of this study is to determine Dutch and Turkish university students’ computer anxiety levels and to find out whether their computer anxiety levels differ according to their culture, gender and computer experience (i.e., personal computer (PC) ownership, computer usage frequency, computer usage level). A total of 106 university students (30 Dutch female, 22 Dutch male, 26 Turkish female, 28 Turkish male) participated in this research. The data were collected through computer anxiety rating scale (CARS) validated by Heinssen et al. [Heinssen, R. K., Glass, C. R., & Knight, L. A. (1987). Assessing computer anxiety: Development and validation of the computer anxiety rating scale. Computers in Human Behavior, 3, 49–59]. The data were analyzed by t-test and one-way-analysis of variance (ANOVA). The results indicated that the Turkish students have significantly higher computer anxiety levels than the Dutch students. The students’ computer anxiety levels do not differ depending on gender. However, post-hoc analysis revealed that the Turkish female students have significantly higher computer anxiety levels than the Dutch female and Dutch male students. Also, results indicated that while the students’ computer experience increase their computer anxiety levels decrease significantly.     

Contribution of information and communication technology to total factor productivity and externalities effects

In this article, the authors attempt to find out what roles the digital divide plays in the dynamics of the growth gap among countries by looking at the relationship between ICT investment and the evolution of total factor productivity in 38 countries. The empirical results show that the digital divide, on one hand, widens the growth gap between countries. On the other hand, the global ICT diffusion generates ICT externalities, which have positive effects on the total factor productivity of less-developed countries. Therefore, the global digitalization may have both negative impacts, manifested in a widening digital divide and growth gap, and positive impacts reflected in the effects of knowledge spillovers. © 2005 Wiley Periodicals, Inc.     

From transaction to transformation: information and communication technology, professional development and the formation of communities of practice

Abstract Using the concept of ‘layers of community’, this paper describes and explains the ways in which teams of teachers, teacher educators and researchers worked together on the research project InterActive Education: teaching and learning in the information age. The focus is on the development and dissemination of professional knowledge as it relates to teaching and learning that incorporates information and communications technology (ICT) as a tool. Drawing on a range of data, we illustrate how ‘micro‐’, ‘meso‐’ and ‘macro’‐communities inter‐connect to create the settings for improved professional growth. The purpose is to challenge the linearity embedded in much of the professional development processes associated with ICT and to re‐model the relationship between practice and research.     

A study of academic performance of business school graduates using neural network and statistical techniques

Over the past several years, there is tremendous increase in the number of applicants to business schools and hence adequately measuring the potential of these students with regard to their academic performance is an important process of admission decision for any business school. In the present study, an analysis is carried out to predict the academic performance of business school graduates using neural networks and traditional statistical techniques and results are compared to evaluate the performance of these techniques. The underlying constructs in a traditional business school curriculum are also identified and its relevance with the various elements of admission process is presented.     

Towards a social network model for understanding information and communication technology use for general practitioners in rural Australia

In this study, we develop a theoretical model based on social network theories and the social influence model to understand how knowledge professionals utilise technology for work and communication. We investigate the association between ego-centric network properties (structure, position and tie) and information and communication technology (ICT) use of individuals in knowledge-intensive and geographically dispersed settings. Analysis from data collected using a reliable and validated questionnaire show that task-level ICT use is significantly associated with degree centrality and functional tie diversity; and communication-level ICT use is negatively associated with efficiency. The implications of these associations for knowledge-intensive work mean that it is important to consider the professional social network characteristics of potential users of the technology for designing ICT-enabled organizations. The greater the number and diversity of peers individuals interact with translates into more opportunities to use ICT for context-specific tasks. Results from this study also show that individuals who tend to isolate themselves from peers tend to be slow adopters or low users of ICT. Thus, an understanding of how network structure inter-relates with technology and its adopters proves beneficial in reaping benefits required at the organizational (macro) and individual (micro) levels.